REVISITING DIFFERENTIATED INSTRUCTION

1. REVISITING DIFFERENTIATED INSTRUCTION Dana Ramey, NBCT 2010 Rhode Island Teacher of the Year dramey@mpsri.net http://www.mpsri.net (D Ramey-home-NECTFL 2013) Twitter: @TioDana

2. OBJECTIVES FOR TODAY • Assess your familiarity with MI/DI strategies • Reawaken the DI strategies that target MI that you already use or of which you are aware • Share these strategies among us • Model some strategies to accomplish the above.

3. COLLABORATIVE NORMS • EQUITY OF VOICE • ACTIVE LISTENING • SAFE ENVIRONMENT • SELF MONITOR ELECTRONICS

4. DAVID SIPRESS

5. ¿A quién le gusta la política?

6. The real voyage of discovery lies not in seeking new landscapes but in having new eyes. (Marcel Proust)

7. Visual images are Processed 60,000x Faster than Written Text! 75% of all information reachingthebrain arrives through the visual system. Create a Visually Rich Environment!

8. Multiple Intelligence Inventories http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm “to take an online MI test. Results are printed in an attractive pie graph” http://surfaquarium.com/MI/inventory.htm MI Inventory - “Not a test - it is a snapshot in time of an individual's perceived MI preferences.” http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html “An interactive activity that shows that everyone has all of the intelligences in varying degrees.” “The Paragon Learning Style Inventory (PLSI) is a self-administered survey that provides a very reliable indication of learning style and cognitive preference.” http://www.calstatela.edu/faculty/jshindl/plsi/taketest.htm

9. The New teacher Center

10. To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a processto approach teaching and learning for students of differing abilities in the same class (Tomlinson, et al., 2003). Student abilities and learning styles drive content, process, and productforcing many teachers to change their teaching styles and the way they manage their classrooms. (Smutny, 2003; Lewis & Batts, 2005).

11. Activity A GO GO! The New Teacher Center

12. GIVE ONE – GET ONE • Independently, jot down three ideas that fit for each of the five categories. • Get up and mingle to find someone you don’t or only barely know. • GIVE ONE idea from your list to your partner GET ONE idea for your list from same. • Move to a new partner and repeat. • Exchange no more than one idea with any partner at a time.

13. Using Educational Neuroscience to Differentiate Instruction • Discover how the brain learns naturally • Create a Brain-Compatible environment • Orchestrate relevantfirsthandexperiences to promote brain growth • Use learning preferences to maximize how the brain learns most effectively Martha Kaufeldt www.beginwiththebrain.com

14. 3 Key Elements of Brain-Compatible Learning Perceived threats, stress, emotional upsets, isolation, and unpleasant physical environments trigger a “reflex response” and can minimize brain’s capabilities to learn Martha Kaufeldt www.beginwiththebrain.com

15. 3 Key Elements of Brain-Compatible Learning Multi-sensory experiences in enriched environments can stimulate brain growth- “Neural Plasticity” - new learning requires a “hook” to prior knowledge. Meaningfulness drives engagement. Martha Kaufeldt www.beginwiththebrain.com

16. 3 Key Elements of Brain-Compatible Learning “Use it or lose it”! Process learning in a variety of ways for long-term retention! Martha Kaufeldt www.beginwiththebrain.com

17. Stress! • What causes stress in our students? • Embarrassment • Inadequate time for a task • Unfamiliar work with little support for learning • Lack of orderliness/ groups with no roles • Lack of information about goals/objectives/purpose. • Restricted movement/lack of physical activity • Additions to our list? Martha Kaufeldt www.beginwiththebrain.com

18. Engaging the Learner • Relevant and meaningful tasks The brain seeks relevance! • Stimulate the learner’s interest: (1) promote curiosity 2) inspire participation, (3) activate prior knowledge • Humor—gets the brain’s attention/releases endorphins/ bonds us to others—we look at each other when we laugh! Did you ever notice that? Martha Kaufeldt www.beginwiththebrain.com

19. What does this look like in the WL Classroom? Some excellent sites: • https://www.teachingchannel.org/videos?default=1 A thorough treatment of the topic. Videos, • http://www.teachnology.com/tutorials/teaching/differentiate/ Teachnology “How to differentiate”. • http://teachingactivities.pbworks.com/w/page/19890696/senior%20high%20schoolLots of activities - written for ELLs

20. The New Teacher Center

21. Key Word = HABITS • Do not stress or overload! • Pick a few (maybe even 1-2) strategies you like. • Make them a priority (so you get really comfortable with them) • They will become habits of mind!

22. THANKS! The New Teacher Center Martha Kaufeldt Kristin Polseno ASCD Carol Ann Tomlinson David Sipress

23. PARTICIPANT OFFERINGS • THE FOLLOWING SLIDES ARE THE COLLABORATIVE OFFERINGS OF PARTICIPANTS AT OUR NECTFL CONFERENCE SESSION ON ACTIVITIES THAT FALL UNDER THE MULTIPLE INTELLIGENCES! THANK YOU FOR YOUR PARTICIPATION AND YOUR VALUED WORK IN WORLD LANGUAGE EDUCATION OF OUR YOUTH!

24. VERBAL/LINGUISTIC • Role Play • Story telling • Speeches • Memorization • Broadcasting Reports • Partnering communication (interviews, plays, Skype) • Voice recordings • Write an email • Write a persuasive essay • Write a story • Write and illustrate a children’s story with specific vocabulary and grammar (year end project)

25. Logical/Mathematical • Diagram of a town with shops, services located across from each other, next to each other… locate a certain place in relationship to another (prepositions of place) • Create a map based on narration • Math in L2 • Sequencing/patterns/puzzles/graphing • Problem solving coding decoding • Comparing • Venn diagrams – self to text connections • Make a budget and save money • Going out to eat

26. VISUAL/SPATIAL • Illustrate paragraph to show understanding • Story board • Make a PowerPoint or Prezi • Video • Vocabulary through pictures, props, realia • Illustrate a story • Look at a picture and create a story • Memory games • Red light/green light

27. BODILY/KINESTHETIC • TPRS • Charades • Act out a story • Readers’ Theater • Act out the vocabulary, (includes verb and other words) • Act out an historical event • Passing a word ball/block • Act out songs, Head, shoulders, etc. • Dance

28. MUSICAL/RHYTHMICAL • Clap louder when speaking at the point of accentuation • Bring in musical instruments to accompany class in song • Chants • Rapping • Singing • Developing own beats • Humming • Dance

29. NATURALIST • Travel to Puerto Rico • Interpret weather forecasts in L2 • Dress up a stuffed animal to reflect the weather of the day • Reading out of doors • Plant a garden • Collect Leaves • Visit a beach/clean-up • Diorama with outside items (collage) • Visual identification

30. INTERPERSONAL • Human Bingo • Interviews • Round Tables • Abortion (or other polemic issue) debate based on Political candidates views • Think-Pair-Share • Survey others • Cooperative learning activities • Collaboration activities

31. INTRAPERSONAL • Self-assess frequently • Talk/write about self • Keep Journals • Give opinion on political theme • Recount how you have used what you learned in the past week • Explain or justify your point of view • Independent reading • Quick writes • Illustrations